Results & Research

A Partial Listing of Books, Articles, and Dissertations Tracing 26 Years of Research, Progression of Theoretical Growth, and Development of the Let Me Learn Concept (1994-2020)

 

Books (listed in chronological order)

Johnston, C. (1996). Unlocking the will to learn. Thousand Oaks, CA: Corwin Press.

Johnston, C. (1998). Let me learn. Thousand Oaks, CA: Corwin Press.

Osterman, K. & Kottkamp, R.(2004). Reflective practice for educators: Professional development to improve student learning. Second Edition. Thousand Oaks, CA: Corwin.

Dawkins, B., Kottkamp, R., & Johnston, C. (2013). Intentional Teaching: The Let Me Learn® Classroom in Action. Thousand Oaks, CA: Corwin Press.

Johnston, C. (2010). Finding Your Way: Navigating Life by Understanding Your Learning Self. Glassboro, NJ. Let Me Learn, Inc.

Johnston, C. (2013). Intentional Learning for College Success. 1st Edition. San Diego:CA, Bridgepoint, Inc.

Johnston, C. (2013). Finding Your Way: Navigating College by Understanding Your Learning Self. Glassboro, NJ. Let Me Learn, Inc.

Johnston, C. (2013). Taking Charge: Your Guide to Career Success. Developed in Cooperation with the United Way of Greater Philadelphia & Southern New Jersey in Cumberland. Glassboro, NJ. Let Me Learn, Inc.

Calleja, C. & Johnston, C., eds. (2015) A Learning Paradigm Informed by Knowledge of the Learning Self: A Compendium of Applied Research on the Let Me Learn Process®. A Horizon and Forum on Learning Publication. Malta.

Johnston, C. (2017). Intentional Learning for College Success. 2nd Edition. San Diego:CA, Bridgepoint, Inc.

Selected Articles (listed alphabetically by author)

Borg, C. & C. Calleja. (2006). Using Technical and Confluent Patterns first: A recipe for Underachievement? In Understanding Children and Youth at Risk. Ed. By C. Borg and C.Calleja. Media Centre Publications, Mlt.

Calleja, N.(1998). Listening to the Learner: Learner’s Characteristics to Shape Whole School Reform. Unpublished M.Ed. thesis, Faculty of Education, University of Malta.

Henry, J. (2003). Learning to modify teaching strategies to better meet needs of student learning patterns. Action Research. Shawnee Mission East, Overland Park, KS.

Johnston, C. (1994b, September). The interactive learning model. Paper presented at the meeting of the British Education Research Association, Oxford University, Queen Anne’s College, Oxford, UK.

Johnston, C. (1997). Using the Learning Combination Inventory. Educational Leadership, 55(4), 78–82.

Johnston, C., & Dainton, G. (1997). The learning combination inventory (Manual). Thousand Oaks, CA: Corwin.

Johnston, C., & Johnston, J. (1997). Understanding and using the child’s will to learn: A longitudinal study. Paper presented at the European Conference on Educational Research, Frankfurt, Germany.

Johnston, C. and Johnston, J., (1998). Achieving staff development through understanding the learner. British Journal of In‐service Education, 24, 1.

Johnston, C. (2005). Keynote: “Communicating from the inside out.” National Writing Conference, Malta, September 16.

Johnston, C. (2006). “The Educational Maze.” In Understanding Children and Youth at Risk. In Understanding Children and Youth at Risk. Ed. By C. Borg and C. Calleja. Media Centre Publications, Malta.

Johnston, C., & Klein, G. (2020). Restorative Learning: A Theory, An Application, and a Powerful Effect. Paper presented at The Future of Education Conference, Florence, Italy (hosted virtually).

Kottkamp, R. & R. Silverberg. (2006). Reconceptualizing Students At Risk: Teacher Assumptions about the Problematic Learning. In Understanding Children and Youth at Risk. Ed. By C. Borg and C. Calleja. Media Centre Publications, Mlt.

Marcellino, P. (2000). Learning to become a team: A case study of action research in a graduate business management course. Unpublished dissertation. Hofstra University. http:www.letmelearn.org/research.

McLaughlin, J. (1998). “Applying the Let Me Learn Process: An Administrator’s Experience.” In Let me learn. Thousand Oaks:Corwin Press.

Nichols, J. ( 2002). “Using the LCI to Connect Teaching Methods with Student Learning Strategies”. Action Research. Shawnee Mission East, Overland Park, KS.

Pearle, K. (2001). “Metacognition as vehicle for organizational change: How ‘thinking about thinking’ and intentional learning break the mold of ‘heroic’ teaching in higher education.” http:www.letmelearn.org/research.

Silverberg, R. (2002). From marginalization to relational space: A descriptive phenomenological study of teachers who changed their assumptions and beliefs about problematic students. Unpublished dissertation. Hofstra University. http:www.letmelearn.org/research.

Zammit, P.(2001). Building Supervisory Capital through Understanding Your Personnel‘s Learning Processes. St. Paul’s Bay, Malta, 2002.

Doctoral Dissertations on K‐12 Education (listed in chronological order)

From Marginalization to Relational Space: A descriptive phenomenological study of teachers who changed their assumptions and beliefs about problematic students
by Silverberg, Ruth Powers Ed.D., Hofstra University, 2002, 177 pages; AAT 3041344

At risk students and state exams: An RX for student success
by Tymann, Robert Ed.D., Hofstra University, 2003, 75 pages; AAT 3107163

Promoting the integration of vocational and academic skills using the principles of the let me learn model: a case study of transformational leadership
by Ihunnah, Deborah Ed.D., Rowan University, 2003, 210 pages.

Merging Cognitive and Instructional Theories: Implementation of an advanced learning system in secondary mathematics
by McSweeney, R. Terri Ed.D., Hofstra University, 2005, 220 pages; AAT 3203477

The Emancipation of the Learner
by Dunham, Gregory Haviland Ed.D., Rowan University, 2006, 163 pages; AAT 3200731

Honoring the learner: One teacher’s experience implementing the Let Me Learn Process®
by Dawkins, Bonnie U. Ed.D., Hofstra University, 2008, 569 pages; AAT 3323273

The influence of a metacognitive learning system on the writing achievement of elementary school students
By Nancy Barbara Ward, Ed.D., Seton Hall University, 2009, 139 pages

An Examination into the Learning Pattern Preferences of Students in Special Education
by Jaime Lynn Thone, Duquesne University, 2013, 113 pages

Does Self‐Regulated Learning‐Skills Training Improve High‐School Students’ Self‐Regulation, Math Achievement, and Motivation While Using an Intelligent Tutor?
by Angela Barus, Arizona State University, 2013. AAT 3559572

Personal Teacher Bias and Its Effect on Student Assessment.
by Andrew Zuckerman, Nova Southeastern University, 2015

Doctoral Dissertations on Higher Education (listed in chronological order)

Learning to Become a Team: A Case Study of Action Research in a Graduate Business Management Course
by Marcellino, Patricia Ann Ed.D., Hofstra University, 2001, 409 pages; AAT 3006120

Metacognition as Vehicle for Organizational Change: How “thinking about thinking” and intentional learning break the mold of “heroic” teaching in higher education
by Pearle, Kathleen M. Ed.D., Rowan University, 2003, 210 pages; AAT 3115307

A deeper understanding of individual learning through a process of critical reflection: A journey toward personal mastery.
by Raufer, Kathleen Anne Ed.D., Rowan University, 2003, 161 pages; AAT 3173570

Predictor Variables of Academic Success for First‐time Freshmen at Clemson University
by Lane, Cheryl Olivia Ph.D., Clemson University, 2003, 80 pages; AAT 3098289

Formation Strategies To University Teachers For The Use Of Information And Communication Technologies (Icts) Having Into Account The Let Me Learn® Learning System: Two Case Studies.
by Villamizar Carillo, Laura. Ph.D., Rovira Virgili University, 2007. Tarragona, Spain

The impact of the interactive learning model as an effective tool to enhance retention rates and grade point averages for criminal justice majors at Cumberland County College.
by Charles Kocher, Saint Joseph’s University, 2007. AAT 3263198

Personality, learning patterns and performance of First Year Students. A comprehensive analysis of the interplay between personality traits and learning patterns as factors which predispose and manage the
learning process and its relationship with academic performance.
by José Maria Cela, University of Hamburg, 2008.

A Comprehensive Analysis of the Interplay Between Personality Traits and Learning Patterns as Factors which Predispose and Manage the Learning Process and Its Relationship with Academic Performance.
by José Maria Cela Ranilla, Ph.D., University of Hamburg, 2008, 238 pages.

The Let Me Learn Professional Learning Process for Teacher Transformation.
by Colin Calleja, University of Leipzig, 2013

An Analysis of Self‐Directed Learning of First‐Year, First‐Generation College Students
by Patricia Lynne Linder, University of South Florida, 2013, 243 pages.

Masters Thesis

Vee Heuristics, Concept Mapping and Learning Patterns in Environmental Education: Merging Metacognitive Tools and Learning Processes to improve facilitation of learning with primary school children.
by Jacqueline Vanhear, M.Ed.,University of Malta, 2006.

Beyond The Classroom: An Exploratory Study of Non‐instructional Applications of The Let Me Learn Process®
by Susan Hersh, M.S., Rowan University, 2007

The Let Me Learn Process®: An Agent for Intentional Teaching and Learning.
by Rachel Trabone, University of Malta, 2009.